THE SCHOOL CURRICULUM AT MELLS CE SCHOOL

The Curriculum for Early Years Foundation Stage

The Early Years Foundation Stage (EYFS), which "sets the Standards for Learning, Development and Care for children from birth to five", has its own curriculum. It is divided into six Early Learning Goals as below.

 For a full explanation of all that is covered in the EYFS - please follow this link:

EARLY YEARS FOUNDATION STAGE IN FULL

Literacy

The Revised Literacy Framework offers a clearer structure for teaching literacy has been provided by simplifying the structure of the objectives, with the identification of 12 strands of learning, giving a broad overview of the literacy curriculum in the primary phase. Learning objectives are aligned to the 12 strands to demonstrate progression in each strand. 

Below, I have included example learning objectives (these are for Year Two) for each strand.

Full details can be found on the following website:

http://www.standards.dfes.gov.uk/primaryframework/strands

• Speak with clarity and use appropriate intonation when reading and reciting texts  
• Tell real and imagined stories using the conventions of familiar story language 
• Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication

• Listen to others in class, ask relevant questions and follow instructions
• Listen to talk by an adult, remember some specific points and identify what they have learned 
• Respond to presentations by describing characters, repeating some highlights and commenting constructively 

• Ensure that everyone contributes, allocate tasks, and consider alternatives and reach agreement 
• Work effectively in groups by ensuring that each group member takes a turn challenging, supporting and moving on
• Listen to each other's views and preferences, agree the next steps to take and identify contributions by each group member 

• Adopt appropriate roles in small or large groups and consider alternative courses of action
• Present part of traditional stories, their own stories or work drawn from different parts of the curriculum for members of their own class
• Consider how mood and atmosphere are created in live or recorded performance

5  Word recognition

·        Read independently and with increasing fluency longer and less familiar texts 

·        Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns 

·        Know how to tackle unfamiliar words that are not completely decidable 

·        Read and spell less common alternative graphemes including trigraphs 

·        Read high and medium frequency words independently and automatically  

• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters
• Read and spell less common alternative graphemes including trigraphs 

   

• Draw together ideas and information from across a whole text, using simple signposts in the text
• Give some reasons why things happen or characters change
• Explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points
• Use syntax and context to build their store of vocabulary when reading for meaning
• Explore how particular words are used, including words and expressions with similar meanings 

8    Engaging and responding to texts 

• Read whole books on their own, choosing and justifying selections
• Engage with books through exploring and enacting interpretations
• Engage with books through exploring and enacting interpretations 

• Draw on knowledge and experience of texts in deciding and planning what and how to write
• Sustain form in narrative, including use of person and time  
• Maintain consistency in non-narrative, including purpose and tense
• Make adventurous word and language choices appropriate to the style and purpose of the text
• Select from different presentational features to suit particular writing purposes on paper and on screen 

   

• Use planning to establish clear sections for writing
• Use appropriate language to make sections hang together

11   Sentence structure and punctuation 

• Write simple and compound sentences and begin to use subordination in relation to time and reason
• Compose sentences using tense consistently (present and past)
• Use question marks, and use commas to separate items in a list

 12    Presentation

• Write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between words
• Form and use the four basic handwriting joins
• Wordprocess short narrative and non-narrative texts 

NUMERACY

The seven strands are as follows:

(with learning objectives from Y2 as examples)

1. Using and applying mathematics

• Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence  
• Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem  
• Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams  
• Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples
• Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences  

2. Counting and understanding number

• Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
• Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
• Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs
• Estimate a number of objects; round two-digit numbers to the nearest 10
• Find one half, one quarter and three quarters of shapes and sets of objects

3. Knowing and using number facts

• Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100
• Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves
• Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10
• Use knowledge of number facts and operations to estimate and check answers to calculations  

4. Calculating

• Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
• Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences
• Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders
• Use the symbols +, -, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g.                                 ÷ 2 = 6, 30 -   = 24)  

5. Understanding shape

• Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties
• Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes
• Follow and give instructions involving position, direction and movement
• Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn

6. Measuring

• Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
• Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
• Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour

   

7. Handling data

• Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data
• Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not'

Science
Sc1 Scientific Enquiry
· Ideas and evidence in science
· Investigative skills

Sc2 Life processes and living things
· Life processes
· Humans and other animals
· Green plants
· Variation and classification
· Living things and the environment

Sc3 Materials and their properties
· Grouping (and classifying at KS2) materials
· Changing materials
· Separating mixtures of materials (KS2)

Sc 4 Physical processes
· Electricity
· Forces and motion
· Light and sound
· The Earth and beyond (KS2)

Information and Communication Technology (ICT)

· Finding things out
· Developing ideas and making things happen
· Exchanging and sharing information
· Reviewing, modifying and evaluating work as it progresses

Design and Technology (D +T)

· Developing, planning and communicating ideas
· Working with tools, equipment, materials and components to make quality products
· Evaluating processes and products
· Knowledge and understanding of materials and components

Physical Education (PE)

· Acquiring and developing skills
· Selecting and applying skills, tactics and compositional ideas
· Evaluating and improving performance
· Knowledge and understanding of fitness and health
· Dance activities
· Games activities
· Gymnastics activities
· Swimming activities and water safety (required from KS2)
· Athletic activities (KS2)
· Outdoor and adventurous activities (KS2)

Religious Education (RE)

. Learning About Religion
-identify, name, describe, give accounts of religious beliefs and spiritual dimension of life
-explain similarities and differences between religious practices/lifestyles
-explain the meaning of religious language, story and symbolism
. Learning from Religion and Human Experience
-reflect on aspects of human nature, identity, personality and experience
-identify and respond to questions about the nature and purpose of life on earth
-give an informed and considered response to religious and moral issues

History

. Chronological Understanding
. Knowledge, skills and understanding of events, people and changes in the past
. Historical interpretation
. Historical enquiry
. Organisation and communication

Art and Design

. Exploring and developing ideas
. Investigating and making art, craft and design
. Evaluating and developing work
. Knowledge and understanding

Music

. Controlling sound through singing and playing - performing skills
. Creating and developing musical ideas - composing skills
. Responding and reviewing - appraising skills
. Listening and applying knowledge and understanding

Personal, Social and Health Education (PSHE)

Our PSHE teaching is built around the SEAL materals (Social and Emtional Aspects of Learning) and includes the following subjects:

. Citizenship
. Drugs, Alcohol and Tobacco
. Emotional Health and Well-being
. Nutrition and Physical Activity
. Personal Finance (as relevant)
. Safety
. Sex and Relationships

Geography

At Key stage 1

Pupils:

• investigate and learn about the physical and human features of their own environment and appreciate how their locality is similar to and different from other places;  
• focus on geographical questions like What/Where is it? What is it like? How did it get like this? 
• develop and use geographical enquiry skills, including fieldwork skills, geographical terms, making and using maps, and using photographs.
  
  At key stage 2:

Pupils:

·        study places and themes at different scales from local to national in the United Kingdom and overseas, and investigate how people and places are linked and how they relate to the wider world;

·        study how and why physical and human features are arranged as they are in a place or environment, and how people are influenced by and affect environments;

·        focus on geographical questions like What is it like? How did it get like this? How and why is it changing?;

·        develop and use geographical enquiry skills, including fieldwork and IT skills, geographical terms, making and using maps, and using photographs.

French

It is our intention to re-introduce basic French lessons to or pupils in Y3 and Y4 from January 2009.

An overview of the aims and delivery of our school curriculum can be found by following the "Documents" tab and downloading "Curriculum Policy"